This document discusses effective communication skills for teachers and students. It identifies barriers to listening, perception, and verbal communication. It then provides strategies to overcome these barriers, such as active listening, focusing on others, asking clarifying questions, and communicating clearly. The document also provides "10 Maxims for New Teachers" with tips for feeling confident, setting objectives, using active learning strategies, and maintaining enthusiasm in the classroom.

1. b/w Teacher and Students
By Wardah Azhar
Lecturer in Applied Linguistics
GC University Fsd

2. Henry Adams proclaimed,

3. Teaching Tip
 Some basic skills can help you to be a more effective
communicator in the classroom. This Teaching Tip
explores barriers to :
 effective listening;
 accurate perception and,
 effective verbal communication

4. 1i. Barriers to listening
a. Focusing on a personal agenda
b. Experiencing information overload
c. Criticizing the speaker
d. Getting distracted by emotional noise
e. Getting distracted by external “noise”
f. Experiencing physical difficulty

5. a. Focusing on a personal agenda
 When we spend our listening time formulating our
next response, we cannot be fully attentive to what the
speaker is saying.

6. b. Experiencing information
overload
 Too much stimulation or information can make it very
difficult to listen with full attention. Try to focus on
the relevant information, and the central points that
are being conveyed.

7. c. Criticizing the speaker
 Do not be distracted by critical evaluations of the
speaker. Focus on what they are saying - the message -
rather than the messenger.

8. d. Getting distracted by emotional
noise
 We react emotionally to certain words, concepts and
ideas, and to a myriad of other cues from speakers
(appearance, non-verbal cues such as gestures, etc.).
Make a conscious effort to quiet your own emotional
reactions so that you can listen properly.

9. e. Getting distracted by external
“noise”
 Audible noise may be extremely distracting. Some
things can be minimized – e.g., turn down the ringer
on your phone, and notifications on your phone or
computer while meeting with someone. Other noises
may be unavoidable – e.g., construction, other people.
Also, there may be figurative “noise” from the external
environment, such as distracting or inappropriate
decor in a room, or environmental conditions such as
the room being too hot or cold.

10. f. Experiencing physical difficulty
 Feeling physically unwell, or experiencing pain can
make it very difficult to listen effectively. You may wish
to communicate that this is not a good time, and
reschedule the discussion.

11. 1ii. Strategies for active listening
 listening with the goal to “develop a clear
understanding of the speaker’s concern and also to
clearly communicate the listener’s interest in the
speaker’s message” (McNaughton, Hamlin, McCarthy,
Head-Reeves, & Schreiner, 2008, p. 224).

12. a. Stop
 Focus on the other person, their thoughts and feelings.
Consciously focus on quieting your own internal
commentary, and step away from your own concerns to
think about those of the speaker. Give your full
attention to the speaker.

13. b. Look
 Pay attention to non-verbal messages, without letting
yourself be distracted. Notice body language and non-
verbal cues to allow for a richer understanding of the
speaker’s point. Remember that “active listeners need
to communicate to the speaker that they are involved
and giving the person unconditional attention”
(Weger, Castle, & Emmett, 2010, p. 35).

14. c. Listen
 Listen for the essence of the speaker’s thoughts:
details, major ideas and their meanings. Seek an
overall understanding of what the speaker is trying to
communicate, rather than reacting to the individual
words or terms that they use to express themselves.

15. d. Be empathetic
 Imagine how you would feel in their circumstances.
Be empathetic to the feelings of the speaker, while
maintaining a calm center within yourself. You need
not be drawn into all of their problems or issues, as
long as you acknowledge what they are experiencing.

16. e. Ask questions
 Use questions to clarify your understanding, as well as
to demonstrate interest in what is being said.

17. f. Paraphrase.
 If you don’t have any specific questions to ask, you
may choose to repeat back to the speaker, in your own
words, what you have taken away, in order to allow the
speaker to clarify any points (Weger et al., 2010).

18. 2i. Barriers to accurate perception
 Stereotyping and generalizing.
 Not investing time.
 Having a distorted focus.
 Assuming similar interpretations.
 Experiencing incongruent cues.

19. a. Stereotyping and generalizing.
 Be careful not to hold on to preconceptions about
people or things. We often have a tendency to see what
we want to see, forming an impression from a small
amount of information or one experience, and
assuming that to be highly representative of the whole
person or situation.

20. b. Not investing time.
 Making assumptions and ignoring details or
circumstances can lead to misconceptions. When we
fail to look in-depth for causes or circumstances, we
miss important details, and do not allow for the
complexity of the situation.

21. c. Having a distorted focus.
 Focusing on the negative aspects of a conversation or
a situation is a habit common to many people. Even
though we may recognize the positive things, we often
give more weight to the negative, allowing one
negative comment to overshadow numerous positive
ones.

22. d. Assuming similar
interpretations.
 Not everyone will draw the same conclusions from a
given situation or set of information. Everybody
interprets things differently. Make sure to check for
other people’s interpretations, and be explicit about
your own.

23. e. Experiencing incongruent cues.
 As speakers, and as listeners, we are constantly and
simultaneously sending cues and receiving them from
other people. Try to be consistent with your verbal
cues and your body language. Do not say one thing
and express something else through your body
language. Be aware of how your non-verbal
communication relates to your spoken words. If
someone else seems to be sending a double message —
by saying one thing and expressing something else in
their body language — ask for clarification.

24. 2ii. Strategies for accurate
perception
 Analyze your own perceptions
 Work on improving your perception
 Focus on others

25. a. Analyze your own perceptions.
 Question your perceptions, and think about how they
are formed. Check in with others around you regularly,
and be aware of assumptions that you are making.
Seek additional information and observations. You
may just need to ask people if your perceptions are
accurate.

26. b. Work on improving your
perception.
 Increase your awareness of barriers to perception, and
which ones you tend towards. Check in with yourself
regularly. Seek honest, constructive feedback from
others regarding their perceptions of you as a means of
increasing your selfawareness.

27. c. Focus on others.
 Develop your ability to focus on other people, and
understand them better by trying to gather knowledge
about them, listening to them actively, and imagining
how you would feel in their situation.

28. 3i. Barriers to effective verbal
communication
 Lacking clarity.
 Using stereotypes and
generalizations.
 Jumping to conclusions.
 Dysfunctional responses.
 Lacking confidence.

29. a. Lacking clarity.
 Avoid abstract, overly-formal language, colloquialisms,
and jargon, which obscure your message more than
they serve to impress people.

30. b. Using stereotypes and
generalizations.
 Speakers who make unqualified generalizations
undermine their own clarity and credibility. Be careful
not to get stuck in the habit of using stereotypes, or
making generalizations about complex systems or
situations. Another form of generalization is
“polarization” or creating extremes. Try to be sensitive
to the complexities of situations, rather than viewing
the world in black and white.

31. c. Jumping to conclusions.
 Confusing facts with inferences is a common
tendency. Do not assume you know the reasons behind
events, or that certain facts necessarily have certain
implications. Make sure you have all the information
you can get, and then speak clearly about the facts
versus the meanings or interpretations you attach to
those.

32. d. Dysfunctional responses.
 Ignoring or not responding to a comment or question
quickly undermines effective communication.
Likewise, responding with an irrelevant comment --
one that isn't connected to the topic at hand -- will
quash genuine communication. Interrupting others
while they are speaking also creates a poor
environment for communication.

33. e. Lacking confidence.
 Lacking confidence can be a major barrier to effective
communication. Shyness, difficulty being assertive, or
low self-worth can hinder your ability to make your
needs and opinions known. Also, a lack of awareness
of your own rights and opportunities in a given
situation can prevent you from expressing your needs
openly.

34. 3ii. Stratégies for effective verbal
communication
 Focus on the issue, not the person
 Be genuine rather than manipulative
 Empathize rather than remain detached
 Be flexible towards others
 Value yourself and your own experiences
 Use affirming responses

35. a. Focus on the issue, not the
person.
 Try not to take everything personally, and similarly,
express your own needs and opinions in terms of the
job at hand. Solve problems rather than attempt to
control others. For example, rather than ignoring a
student who routinely answers questions in class with
inappropriate tangents, speak with the student outside
of class about how this might disrupt the class and
distract other students.

36. b. Be genuine rather than
manipulative.
 Be yourself, honestly and openly. Be honest with
yourself, and focus on working well with the people
around you, and acting with integrity.

37. c. Empathize rather than remain
detached.
 Although professional relationships entail some
boundaries when it comes to interaction with
colleagues, it is important to demonstrate sensitivity,
and to really care about the people you work with. If
you don’t care about them, it will be difficult for them
to care about you when it comes to working together.

38. d. Be flexible towards others.
 Allow for other points of view, and be open to other
ways of doing things. Diversity brings creativity and
innovation.

39. e. Value yourself and your own
experiences.
 Be firm about your own rights and needs.
Undervaluing yourself encourages others to
undervalue you, too. Offer your ideas and expect to be
treated well.

40. f. Use affirming responses.
 Respond to other in ways that acknowledge their
experiences. Thank them for their input. Affirm their
right to their feelings, even if you disagree. Ask
questions, express positive feeling; and provide
positive feedback when you can.

41. 10 Maxims for New Teachers
 To Feel Confident; Act Confident
 Examine why ‘YOU’ want to teach
 Learn the characteristics associated with effective
teaching
 Enter each class with specific objectives
 Teach less; but Better

42. Cont.
 Use active learning strategies
 Don’t be a perfectionist
 Be relaxed in admitting that you don’t know a thing
when asked
 Ask for response from students and colleagues
 Remember that Energy and enthusiasm can carry the
day

43. 1. To Feel Confident; Act Confident
 William James (1892, 1958) noted in Talks to Teachers
on Psychology; and to Students on Some of Life's
Ideals, that there is "no impression without
expression."
 Thus, to feel confident in the classroom the neophyte
instructor must begin acting confidently.
 "Easier said than done" or "How does one begin?" the
doubtful reader might rightfully reply.

44. 2. Examine Why You Want to Teach
 teaching is intellectually, emotionally, and physically
demanding; teaching excellence also re quires an
inordinate investment of time. For these reasons, every
new instructor should ask himself or herself, "Why do
I want to teach?" and reflect thoughtfully upon the
answer.

45. 3. Learn the Characteristics
Associated with Effective Teaching in an excellent text entitled Mastering the Techniques
of Teaching, Joseph Lowman (1984) describes a two-
dimensional model of effective classroom instruction.
Dimension I is
"intellectual
excitement," which
refers to the clarity
of the instructor's
communication, and
the positive
emotional impact
the teacher can have
on students.
Dimension II
refers to
"interpersonal
rapport," which
occurs when the
teacher promotes
positive emotions
and avoids arousing
negative ones.

46. 4. Enter Each Class with Specific
Aim
 Faculty should not enter class with vague goals such as
"finishing as much of Chapter One as possible in a fifty
minute period" or "covering six chapters before the next
exam."
 Consider ways to address objectives such as:
(1) providing opportunities for experiential learning (e.g.,
demonstrations, activities, self-assessment exercises),
(2) teaching specific critical thinking, writing, or speaking
skills,
(3) examining one's attitudes and values, and
(4) identifying the significant personal implications that can
be found in the course content.

47. 5. Teach Less, Better
 Introductory classes should introduce rather than
overwhelm!
 Albert Einstein once said, "Education is what remains
when one has forgotten everything he learned in
school."

48. 6. Use Active Learning Strategies
Regularly
 About half a century ago, Wilbert McKeachie wrote in
the Handbook of Research on Teaching (Gage 1963),
"College teaching and lecturing have been so long
associated that when one pictures a college professor
in the class room, s/he almost inevitably pictures
him/her as lecturing."
 Patricia Cross's conclusion that "When students are
actively involved in the learning task, they learn more
than when they are passive recipients of instruction,"
as in most lectures.

49. learning' as a noun or a verb?
 Carl Schorske best described the test of a good teacher
as, "Do you regard learning' as a noun or a verb?
 If as a noun, as a thing to be processed and passed
along, then you present your truths, neatly packaged,
to your students.
 But if you see learning' as a verb then the process is
different"
 Active learning "involves students in doing things and
thinking about the things they are doing” (Eison and
Bonwell)

50. 7: Don't Be a Perfectionist
 A touch of perfectionism can lead to carefully
prepared class sessions; carried to excess, however,
perfectionism is certain to destroy a teacher's self
confidence.
 Meier and Sheffler (1984) have identified four traits
commonly observed among perfectionists: over
attention to details, over planning, indecisiveness, and
inflexibility in relating to people.

51.  it is tempting to remember the observation of Eddie
Cantor, the great showman, who noted that as a
performer it took him "20 years to be come an
overnight success." The experiences of many faculty
suggest that, when taught well, students can be an
especially appreciative audience.

52. 8: Be Relaxed about Admitting It
When You Don't Know Something
 the wise instructor does not panic; rather, she or he
remembers the ancient Greek proverb, "When at a loss
as to how to go on, cough." Or as most experienced
instructors can attest, a few seconds of silent
contemplation can greatly enhance one's ability to
answer students' questions.
 Charles Brewer, Furman University psychologist,
"Endeavor al ways to reduce the frequency with which
you must say so.

53. 9: Ask for Response from Students
and Colleague
 Ask students how well they understood yesterday's
class or last night's homework assignment.
 the self-confident teacher will always remember Mark
Twain's sage advice, "When you can't get a compliment
any other way, pay your self one."

54. 10: Remember that Enthusiasm
and Energy Can Carry the Day
 It has been said that teachers can be divided into three
groups:
(1) those who make things happen,
(2) those who watch things happen,
(3) those who ask, "What happened?"
 The hope is that new faculty will commit themselves
to becoming leaders of the first group and ensure that
the possible negativism of a few senior colleagues does
not deter your commitment to teaching excellence.

55. Conclusion
 Emerson once noted, "Nothing great was ever
accomplished without enthusiasm."
 In the classroom, an instructor's enthusiasm is often
contagious; so too, is the lack of enthusiasm.
 McKeachie has noted that, "probably no one thing is
more important in education than the teacher's
enthusiasm and energy."

56.  But as noted by Horace, "Wisdom is not wisdom
when it is derived from books alone."
 That is to say, much can be learned about teaching
excellence through one's daily experiences in the
classroom.
 A positive attitude, high level of motivation, and
willingness to reflect on one's teaching will join with
texts and experience to increase both self-confidence
and skill.

57. For being so very
patient
Please feel
free to ask
questions.

58. References
 Eison, J (1990). Confidence in the classroom: Ten maxims
for new teachers. College Teaching, 38 (1), 21-25.
 McNaughton, D., Hamlin, D., McCarthy, J., Head-Reeves,
D., & Schreiner, M. (2008). Learning to listen: Teaching an
active listening strategy to preservice education
professionals. Topics in Early Childhood Special Education,
27, 223-231.
 Weger, H., Jr., Castle, G. R., & Emmett, M. C. (2010). Active
listening in peer inter-views: The influence of message
paraphrasing on perceptions of listening
skill. International Journal of Listening, 24, 34-49.